Disability Tennis Coaching Resource Disability Tennis Coaching Resource Disability Tennis Coaching Resource Contents

5 Introduction

10 Inclusive Tennis

11 Adapting Activities

12 Adaptations

14 Coaching Opportunities

16 Inclusive Schools Support

18 Disability Tennis Festivals

22 Communication

23 Camps

25 Deaf Tennis

39 Learning Disability Tennis

61 Visually Impaired Tennis

69 Wheelchair Tennis

92 Further Information

2 3 Disability Tennis Coaching Resource Introduction

Disability tennis is simply the general term all parts of the community, recognising we use to describe the various versions of diversity and promoting inclusion. tennis that are on offer for disabled people to have fun playing. Through our focus on tennis in education, within the community, and within the Tennis is a completely inclusive sport with disability community in particular, we’re everyone being able to participate in its full promoting tennis as an inclusive sport and format or when adapted. The most well- helping more people play. known versions are deaf, learning disability, wheelchair and visually impaired tennis but We are working closely with the Lawn Tennis the sport is adaptable to a wide range of Association (LTA) and a wide range of other disabilities. But social play isn’t restricted to partners to deliver our vision. a particular type of tennis; disabled people can play against their non-disabled friends or family and take part in inclusive sessions and/or impairment-specific sessions depending on their preference.

Tennis doesn’t just offer people the chance to develop their fitness and coordination, but also to build social skills, confidence, self- esteem and independence. That’s why the Tennis Foundation is supporting both coaches and venues to help them to offer improved opportunities to disabled people. This includes people trying the sport for the first time through to elite performance, as well as putting on competitions and major events.

About The Tennis Foundation

The Tennis Foundation is Great Britain’s leading tennis charity and our vision is a sport that is inclusive and accessible to every kind of community. Our aim is to provide opportunities to encourage people to both play and enjoy tennis, as well as to maximise their personal potential through the sport. We’re doing this by engaging 5 Disability Tennis Coaching Resource Disability Tennis Coaching Resource

Tennis is a sport which lends itself to to make their full contributions to the Background Disability Tennis Networks integration and inclusion and those are growing of disability tennis. our long-term aims. All disabled people Nineteen per cent of the UK population The Tennis Foundation is supporting a can participate in tennis either in its full • Motivation are disabled or have a long-term limiting number of Disability Tennis Networks across (‘traditional’) format or when adapted. Inspiring, encouraging and incentivising illness, so it is essential that coaches and Great Britain with advice, funding and people and organisations to engage fully other members of the tennis workforce be equipment to increase participation locally. The core activities through which the Tennis and positively with tennis. given the skills and information necessary These Networks are made up of a number Foundation aims to achieve its vision are: to communicate and engage with these of clubs and community tennis venues with • Partnership individuals. As part of the Tennis Foundation links to schools and disability organisations. • Education Working effectively with LTA colleagues and LTA’s ongoing commitment to this They run impairment-specific sessions as Equipping people and organisations with and external partners to facilitate the area, there are a number of development part of their tennis programme. You can view the knowledge and awareness required growth and development of the sport. opportunities available to coaches at the locations of the Networks on the Tennis tennis venues. Foundation website.

The diagram below illustrates simply how our goals can be realised through our core activities in each of these three vision areas.

Educate Motivate Partner

Performance

To inspire Development and engage disabled people to be involved in tennis whatever their ability or background, providing Community opportunities for all and credible pathways for the most talented.

6 7 Disability Tennis Coaching Resource Disability Tennis Coaching Resource

Impairment Considerations Physical Impairments Learning Disability Sensory Impairments

Tennis offers a range of opportunities for Physical impairments include: Players with a learning disability, for Sensory impairments include hearing and disabled people in inclusive environments example those with Down’s syndrome or visual impairments. playing with non-disabled players and also • Amputation. autism, will usually have an intelligence focuses on four specific impairment groups: • Spinal cord injury. quotient (IQ) of less than 70. However, not • Visual impairments will vary in severity deaf, learning disability, wheelchair and • Brittle bones (osteogenesis imperfecta). all individuals on the autistic spectrum from partially sighted to totally blind. visually impaired. Further information • Cerebral palsy. will have a learning disability, e.g. those • Hearing impairments will vary in severity on each of these can be found later in • Muscular dystrophy. with Asperger’s syndrome have a learning from mild to total deafness. this resource. • Multiple sclerosis (MS). difficulty as opposed to a learning • Dwarfism. disability (but they are included within Participant Groupings Within disability sport you will find • Epilepsy. the learning disability category for the (As Percentage Of players with: • Pulmonary disease. purposes of this resource). Think about the Disabled Population) • Respiratory disorders. practical implications for individual players • A physical impairment. • Spina bifida. depending on their own specific learning • Physical – 6%. • A learning disability. disabilities. • Learning Disability – 19%. • A sensory impairment such as a visual It is important to realise that a physically • Sensory – 7%. or hearing impairment. disabled person may be ambulant (able to Learning disabilities include, but are not walk) or use a wheelchair. Those that are limited to: It’s important to remember there is a large You need to consider whether their impairment ambulant may use a wheelchair to play overall population percentage with other is minimal or severe, congenital or acquired, tennis but not everyone will feel comfortable • Autism spectrum disorders, including disabilities or long-term limiting illnesses. progressive or non-progressive. You then need using a sports chair if they don’t use a Asperger’s syndrome. to consider how the impairment may affect wheelchair on a daily basis, so you may • Attention deficit hyperactivity disorder their participation and the additional barriers need to look at other suitable adaptions. (ADHD). that particular player may face. • Down’s syndrome.

8 9 Disability Tennis Coaching Resource Disability Tennis Coaching Resource Inclusive Tennis Adapting Activities

Research from the English Federation of considerations include the type of illness, When adapting an activity there are four challenges and supports all abilities, e.g. Disability Sport (EFDS) shows that it’s likely impairment or disability, the severity of considerations to make. Are there activities integrating wheelchair tennis player into that a disabled person will just join in an the illness, impairment or disability and that are sufficientlyopen to include and existing activity and competition, and existing tennis session. As a coach, your whether it is congenital or acquired. remain beneficial to all abilities; does the allowing wheelchair player two bounces. most likely scenario will be adapting your activity need to be modified to include all • Parallel activity – use differentiation in session to include them, rather than having The Functional Approach and STEPS participants; can the activity be run with sessions ensuring that players complete enough demand to put on a whole new provide useful frameworks to follow in parallel groupings to ensure it is delivered at similar tasks but are grouped by ability/ session for a specific impairment group. preparing tennis sessions for disabled an appropriate level to all; or does the activity impairment, e.g. grouping special school people and those with a long-term limiting need to be specific and runseparately for the pupils by ability to ensure enjoyment There are some simple considerations illness. In every circumstance as coaches, group or individual? For example: by all. to make as a useful starting point for we want to provide the Optimal Challenge • Separate/discrete activity – tennis working in a more inclusive manner. Key for the individual we are working with. • Open activity – requires no alteration sessions specific to disabled persons’ to the tennis session, e.g. single-arm requirements and rules for specific Functional approach STEPS (considerations for inclusive tennis) amputee joining in with existing activity impairment groups, e.g. visually and competition. impaired tennis is played within • Consider the functional ability of the • Space – what is required to make the player. activity successful? • Modified activity – uses adaptations service boxes with an audible ball and modifications to ensure session and multiple bounces. • Assess the impact of this on their chosen • Task – how can it be adapted to make it sporting activity. appropriate?

• Determine how the environment affects a • Equipment – how can it be adapted to person’s functional ability. make it appropriate?

• Look at what other factors can impinge on • People – are additional coaches or a person’s ability to participate. volunteers required?

• Safety – what is required to ensure the session is safe for all participants?’ Modified You can view STEPS for specific impairments in the relevant sections later in the resource. Open

Separate Parallel

10 11 Disability Tennis Coaching Resource Disability Tennis Coaching Resource Adaptations

General Adaptations Adapting Equipment Equipment

General adaptations that may A wide range of innovative equipment is The following items are included in the Disability Tennis Equipment pack that help you deliver tennis to disabled available to make the delivery of tennis fun, has been distributed to a number of venues. For more information please contact the people include the following: exciting and achievable for all. Tennis Foundation.

• Change the size of the court/playing area. In general, you could: • Change the size or type of targets being Mini Tennis Rackets Juggle Squares used in some activities and games. • Use softer and/or larger balls to Mini Tennis rackets have Juggle squares can be used • Change the scoring method – Mini Tennis make hitting, catching and throwing shorter handles and large by players with limited uses simple tiebreak scoring (i.e. first to activities easier. faces, making it easier for functional ability and their 10 points, rather than traditional tennis • Use alternatives to balls – beanbags, people to make contact tactile, colourful nature scoring). balloons, fluff balls, ‘sound balls’ with the ball successfully. makes them an ideal tool to • If wheelchair players are involved, ensure (see next page). assist with catching activities. each activity is able to be completed from • Use brightly coloured balls or those with Mini Tennis Balls a seated position. bells inside to assist players with Sponge Mini Tennis balls are Arrow Markers • Ensure each activity is practised from a visual impairment. ideal for use indoors, with These can be used quickly a static position, before introducing • Use alternatives to rackets – ‘hitting low-compression felt Mini and effectively for a range of movement. hands’ or ‘smiley face hitting pads’ Tennis balls better for use different activities including • Give players more time to react, by (see next page). outdoors. They both travel demonstrating the direction allowing more than one bounce before • Use rackets with shorter handles, but large slower through the air, making it easier of travel. the ball is caught/hit. hitting areas, to enable people to quickly for players to track and receive the ball • Shorten the distance the ball has to be achieve success. successfully. Fluff Balls hit/thrown/rolled. • Use tape or straps to assist players with Fluff balls can also be used • Use a ‘sound ball’. limited grip to hold the racket. Hitting Hands by players with limited • Use non-verbal communication. • Use additional grips to make it easier Hitting hands are an functional ability and for people to hold and control the racket. alternative to using rackets. their tactile nature makes • Use a tee to enable the ball to be served They simply slip onto a them an ideal tool to assist with catching or hit from a stationary position in some player’s hand to increase activities. activities. the hitting area available. Balloon Balls and Smiley Disability Tennis Resources Mini Tennis Nets Face Hitting Pads Mini Tennis nets are quick These are ideal for There are a number of resources available and easy to assemble and practising throwing and to coaches to assist in delivering disability a great way to aid playing hitting activities. A balloon tennis. Some of these are outlined overleaf tennis. Barrier tape is also is inserted inside the machine-washable but please contact the Tennis Foundation if a cost-effective and quick way of creating material ball and they are caught on the you require any further information. additional nets. Velcro smiley face hitting pad.

12 13 Disability Tennis Coaching Resource Disability Tennis Coaching Resource Coaching Opportunities Coaches who want to get involved in As part of this pathway there are Continuing disability tennis can follow the same Professional Development (CPD) modules LTA Coaching Pathway I love coaching disability pathway as they would with non-disabled specifically for Deaf, Learning Disability, tennis as every lesson is coaching by becoming a licensed LTA coach. Visually Impaired and Wheelchair Tennis, Tennis Leader different and I’m always thinking You can view that pathway below and visit with licence points available to those who Get involved in tennis as a volunteer of new ideas and teaching styles to the LTA website for further information. attend. help players of all different abilities. Every time a player walks off my For more information on when and where court they have a smile on their these courses will be taking place, please LEVEL 1: Coaching Assistant face and they really appreciate visit www.lta.org.uk/coaching. Can work on court with a qualified coach my efforts in teaching them, which makes my job so much more enjoyable.

LEVEL 2: Coaching Assistant Andy Jeffery, Head of Disability Can work on own with groups of beginners Tennis, Sutton Tennis Academy

Continuing Professional Development Opportunities LEVEL 3: Coach Has taken Disability Awareness Course WC LD VI Deaf

Senior Senior Performance Club Coach Coach

Master Master Performance Club Coach Coach

14 15 Disability Tennis Coaching Resource Disability Tennis Coaching Resource Inclusive Schools Support

Many disabled young people have the ability Inclusive Tennis Teacher Digital Resources • Learning Disability Tennis. to participate fully in tennis, with little or no Training Course • Visually Impaired Tennis. adaptations. However, for some pupils with There are several DVDs available and the • Wheelchair Tennis Camp. more limited functional or physical abilities, The three-hour Inclusive Tennis Teacher USB stick that comes with this resource • Wheelchair Tennis at Wimbledon. tennis activities can be adapted to ensure Training Course has been designed to give pack contains the following films: that all young people enjoy their experience teachers and teaching assistants in special Further videos are on the Tennis and can achieve. To support teachers in schools, and those teaching disabled young • Anyone for Tennis? Foundation website. special schools, and those teaching disabled people in mainstream education, the • Anyone for Wheelchair Tennis? young people in mainstream education, confidence and tools to deliver tennis • British Open Wheelchair Championships. we have developed a package of to a class of children in a small space. • Cardio Wheelchair Tennis. innovative training, resources and The course is supported by a resource • Coaches Symposium. equipment as follows: and equipment pack. • Deaf Tennis National Championships. • Dwarf Sports Tennis. Free Inclusive Each teacher attending the course receives: • Edgbaston Priory Club Tennis Resource Special Schools Tournament. • Schools Tennis Inclusive Equipment Pack Through Mini Tennis, the modified version (limited to one per school and only if your of the game, this new resource provides school has not previously received one). guidance to empower teachers to deliver • Special Schools Tennis Teacher Resource. tennis effectively in special schools, and • Guide to Schools Tennis. to disabled young people in mainstream • Schools Tennis Competition Guide. education. The resource is focused around • Tennis Activity Week Pack a series of activity cards, but also provides (cross-curricular resource). information on adaptations, equipment, the • Out of School Hours Tennis Club Toolkit. use of Makaton (refer to Deaf Tennis section for more information on the use of Makaton), To book on a course and receive the above player pathways and celebrating success. resources, visit www.schoolstennis.org.

Free Inclusive Tennis Equipment Pack

The Tennis Foundation is also delighted to offer a number of special schools a free Schools Tennis Equipment Pack, worth a retail value of £500. This pack includes a range of modified and adapted equipment, specifically designed for use by disabled young people.

16 17 Disability Tennis Coaching Resource Disability Tennis Coaching Resource Disability Tennis Festivals

This is a guide on how to plan a successful What is Your Unique • Sports development department at EFDS has created a guide to accessible festival or open day to show disabled people Selling Point? local authority. communications, which you can view on the opportunities available to them within Examples might be trained coaches/indoor • Special schools. their website via the Further Information tennis. The information provided is based on courts/great location/first session of its • Specialist Inclusive Learning Centres. section on page 92 of this resource. case studies of successful programmes that kind in the area. Remember, tennis is a • Mainstream schools (due to an increasing have held or currently hold tennis festivals completely inclusive sport and number of children with impairments who Getting the Message Out There across the UK. players of all abilities can play with disabled need specialised support). If you have appointed a press officer, this or non-disabled peers, friends and family. • Community sports partnerships. will really help to publicise the event and Purpose • Adult social care. follow-on opportunities. If not, then write Price and Booking • Relevant charities. a short, snappy report yourself. Include Well-organised festivals are a great way of It is recommended that the festival is free • Other local sports groups. photos from the event and send to the local attracting and retaining new players within to attend. Follow-on opportunities need to press and the Tennis Foundation. It’s always the sport. It is possible to run a festival for be sensitively priced and affordable. To help After the initial festival, inform relevant helpful to follow up with a phone call all ages, abilities and disabilities at the plan activities, it is strongly recommended groups about follow-on activities and any to relevant media. same time if you have enough space. that pre-booking is made available but be other festivals you are planning. flexible enough to accept people on the day. Please ensure you contact the Tennis Timing Successful Marketing of Foundation about any activity you are This will be dependent on when you are Your Festival Place organising, as we can help to support ready to deliver your programme. Do not In your promotional material explain the your promotion. run a festival without having follow-up Effective forward planning is essential convenience and benefits of your venue. opportunities available. The start of the for good levels of attendance. You should Make this information available in your consider the following: first communication as this can be the first barrier to people attending. If you have Target Audience good transport links then mention this, as Consider your target audience when putting transport can often be a barrier. together promotional material. Avoid complicated terminology and keep any Promotion marketing materials simple. There are many ways to promote your festival, many of which are listed below. What can you offer attendees in the way of You need to be able to contact the relevant follow-on opportunities? This will determine people in plenty of time. As a guideline, a your target market and where you should minimum of three months is suggested. attract participants from. • Local disability groups. Product • Social media. Are you offering something to overcome • Local Tennis Development Officer. some of the barriers participants might • Schools games organisers. face? For example, sign language • Local press/disability magazines. communicators on site or perhaps free • Disability sport contact/officer for accessible transport to your venue. the area. 18 19 Disability Tennis Coaching Resource Disability Tennis Coaching Resource

Example 1 – Festival for all ages, six indoor courts, aim is to attract both disabled and non-disabled players.

summer term has proved easier than the On the Day end of a term to organise school events. Sign people in. Have a register of pre- Mini Tennis / Tennis Xpress A well-organised event can run within two booked attendees and the ability to record Court 1 – Visually impaired (VI) hours but longer day-festivals can attendees that turn up on the day. Make Court 2 – Wheelchair be popular. sure you have a ‘photo consent’ box and Court 3 – Ambulant (including deaf) players that participants have indicated whether Court 4 – Beginner adults Equipment this is permissible. Have a column for For wheelchair sessions a minimum of two preferred method of communication after sports wheelchairs are needed for people to the event. Take participants’ email address try. In the promotional material, encourage and phone number; do not rely on them Full Court Tennis anyone with their own sports chair to bring contacting you. Let attendees know that if Court 5 – Beat the pro (get local performance players to support the event) it along. Make sure that ‘sound balls’ are they are interested in signing up for follow- Court 6 – Cardio (this court positioned on the opposite side of the venue available and plenty of different-sized on opportunities that they can do so on the from VI, so the noise from the music does not interfere with the VI activity) rackets. Also have lots of cones, lines and day. Maybe offer a T-shirt/reward/discount a range of Mini Tennis balls and full balls. for booking and paying on the day. Take lots If you have a disability tennis or special of photos. schools bag, the adapted equipment Example 2 – Festival for juniors with disabilities, 2 -3 courts contained in those should be used. The Set up stations based on the adapted activity cards, followed by group-based activities Tennis Foundation and Dan Maskell Tennis over the courts split into mini-red courts. (N.B. orange balls may be more suitable for Trust can assist you if you do not have any beginner wheelchair players to give them more time to reach the ball.) sports wheelchairs. When Participants Leave the Session Staffing the Event All participants should receive a pack with details of follow-on opportunities. Can you Make sure you have enough staff to provide include some freebies? Say that you will follow up with a communication within one week. at least one person per planned activity/ Make sure this happens, otherwise people’s trust will be lost before you have even started. station. Staff and volunteers may feel apprehensive about their roles and therefore Debrief pre-festival training is vital. Training the It is really important once the session has finished and the equipment has been packed coaches in advance is key, as volunteers and Possible Activity away that you review the session with the coaches and staff, whilst it is fresh in everyone’s helpers can be given basic training on the The court plan will depend on who you are minds. day of the event. Don’t forget to reward your trying to attract into the programme, and volunteers. your available facilities and staffing. Two Keep Planning examples are as follows: Hopefully you have had a great day and you have managed to attract players into your programme. Regardless of how successful this particular programme has been, use your experience from this event to make your next festival even better!

20 21 Disability Tennis Coaching Resource Disability Tennis Coaching Resource Communication

Communication is key to all coaching time, is faking, imagining, or pretending do so, but do not make an extra-special Camps and this is particularly the case when to have a disability. effort to go and get a chair or bench coaching disabled players as you may have 7. If someone isn’t using a wheelchair, that so that you can sit down because the The Tennis Foundation runs camps players on court with a variety of different they are not really disabled. person you are talking to is using a nationwide so players can have fun playing considerations to take into account. It is 8. Companions accompanying a disabled wheelchair. wheelchair, learning disability, deaf or important you find these out before you person are solely there to assist; it may 5. Do not lean on, hold on to, start moving visually impaired tennis. The camps provide start a session. Below are some top tips be that someone with a disabled person (i.e. pushing backward or forward), or opportunities for beginner and developing to help you. is their partner or friend, not their ‘carer’. tap with your toes, a disabled person’s players to spend time on the tennis 9. Disabled people (particularly people with wheelchair. And if the person is not court with all equipment provided, and Thinking About learning disabilities) are not capable of sitting in their wheelchair, do not sit in it accommodation is available at discounted What We Say – finishing their own sentences. yourself! prices. Players will be grouped according to Positive Behaviour 10. Disabled people should be treated as 6. When you enter a room, and you know their ability so that they get the most out children (whether in the way you talk or that at least one of the people in the of the camp. Talent ID coaches will also be In considering the rules that guide positive the things you do, e.g. patting people on room has a visual impairment, always on hand to find players with the potential to behaviour, don’t assume that: the head). introduce yourself. join a performance pathway.

1. Disabled people either want or require Additionally, there are some golden rules, If you’d like to find out more, please email your assistance. which you should adhere to:1 the Tennis Foundation: disabilitytennis@ 2. Saying ‘no thanks’ to your offer of tennisfoundation.org.uk. assistance (no matter how well-meaning 1. When asking questions, pose them your offer was) is meant as a personal to the person you are talking to (i.e. affront. the disabled person), not the people 3. If the disabled person does accept your accompanying them (e.g. a parent, offer of assistance that you then know carer or interpreter). exactly what to do, and proceed to do it 2. Give change, bills or receipts to the for them without further discussion. disabled person if they have paid for the 4. A person who appears to have a product or service. particular disability also has other 3. Only ask personal questions regarding disabilities. development or acquisition of the 5. Disabled people are worse off than non- person’s disability if you know them well disabled people, and therefore should be enough to do that.2 pitied (‘Ah, bless them’). 4. If you are talking to someone who uses 6. A person who does not have an obvious a wheelchair, do not bend over them or or visible disability, or who uses assistive squat down. If it is appropriate to sit on devices intermittently instead of all the a chair/bench next to the person then

1. These are written under the assumption that the interaction is occurring between a disabled person and a non-disabled person, or two disabled people with different disabilities. 2. There may well be exceptions to this if you are working within a coaching environment and specific knowledge relating to the person’s disability will allow functional ability to be identified, or to ensure that individual’s or others’ safety.

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Deaf Tennis Find out more at www.deaftennis.org.uk

24 Disability Tennis Coaching Resource STEPS For Specific Deaf Tennis Impairment Deaf Deaf tennis has a long history in British Those who are deaf will have varying levels tennis and playing the sport requires of hearing and may or may not choose to Space/Environment Tasks Equipment/Rules People/ Safety no adaption apart from making sure wear their hearing aid during your coaching Communication communication is clear between players, session. Please remember that wearing a Reduce noise Demonstrate Provide written Find out how Depending on coaches and officials. People can play hearing aid (or cochlear implant) neither levels where possible constructively and information for a person the needs of the and be aware of keep it simple. Don’t player to read after communicates, players, it may against other deaf tennis players, and corrects language nor restores perfect indoor echo. overload people coaching sessions. e.g. by lip-reading, be appropriate to alongside or against non-disabled friends hearing. Coaching deaf people is essentially with too much through an ensure there are and family. down to your communication skills as a information. interpreter, by additional coaches sign language. and volunteers on coach. As with all new participants, speak hand to help run the Coaching Tennis to them before the start of their first session session. to Deaf People to establish a mutually acceptable method Do not stand with Position yourself so Provide a pad and Deafness is a hidden Make sure there is of communication. There are a variety light or the sun deaf people can see pen to write things disability and it is plenty of space for behind you, so your face and lips. down during a easy to forget that drills to take place The aim of this section is to give tennis of ways to communicate, and each deaf player can see Be expressive and session if needs a person might as deaf players can’t coaches or volunteers an insight into person is best placed to tell you what works your face properly. use body language. be. Or you can use have additional hear balls or other deafness, the barriers deaf people face to best for them. To get things started, try modern technology, communication players coming such as a tablet or requirements. near them. play tennis and the various communication communicating through basic gestures or smartphone. methods you can use to deliver effective and use a pen and notepad if needed . Use visual aids Be patient It can be more Ensure you have productive tennis coaching to deaf players. wherever possible to and, if you are difficult for a deaf a procedure in the Visual Signals demonstrate drills having difficulty person to socialise event of a fire alarm, Deaf people have different levels of hearing, and practices. communicating, try and develop for e.g. raising both another approach, confidence, due arms or flashing from mild to total deafness. This could Visual signals are vital for activities e.g. rephrase, to communication lights. include temporary deafness such as glue involving deaf players. The benefits of the gesture, write difficulties. Ensure down, draw. deaf players are ear. For the purposes of this resource we signals are twofold. Firstly, for practical involved in all are using the term ‘deaf’ to mean all types reasons, as deaf players may not be able activities, including of deafness; this includes those who may to hear or understand a leader speaking social time. consider themselves ‘hard of hearing’. or hear a whistle being blown whilst they Check engagement Remove are concentrating on an activity or game. and understanding sunglasses when Deafness is a hidden disability and it is A visual signal helps a player to fully regularly. communicating so sometimes hard to know whether someone understand what is going on. Secondly, the player can see your whole face has a hearing impairment and may require visual signals are used for health and safety when lip-reading. additional communication requirements. reasons, such as when an activity needs to It is important to bear in mind that it may be stopped due to a danger or injury. If needs be, gain Learn basic attention by tapping fingerspelling (or be more difficult for a new player who is on shoulder, waving, even British Sign deaf to acquire the confidence to mix with You should check with the player first, but or asking another Language if you can). new people and to learn a new sport due to some suggested visual signals include: person to get their attention. potential communication barriers. • Raising an arm to signify players should Some deaf people may have additional stop what they are doing and pay physical disabilities but most have the same attention to the leader. physical capabilities as any other person. 27 Disability Tennis Coaching Resource Disability Tennis Coaching Resource

• Raising and waving a brightly coloured of how to do each activity. This helps deaf Communication Tips • If you are struggling to communicate bib/cone/flag/shirt if you want the session players understand what to do – and it’s a When communicating with deaf people initially with a deaf player use a pen to stop immediately or for them to change particularly useful tool for all players, deaf it is important not to make preconceived and paper, a mobile phone or written direction, etc. (Always use the same colour and hearing. assumptions about how that person may instructions. so players know exactly what it means.) wish to receive information. In order to • Ensure that if the person uses an Try using the following simple steps: ensure that the communication process interpreter/signer that you talk to the Demonstrating 1. Briefly explain what the activity involves is appropriate, consider some of the person, not the interpreter/signer. and what you wish the group to do. following pointers: • Learn some basic fingerspelling or sign Very little adaptation is needed from the 2. Demonstrate the activity, but remember language (visit the Tennis Foundation coaching of physical activities involving – do not speak while doing the website for links to some British Sign hearing players. It is simply a case of using demonstration. Top Tips: Deaf Tennis Language tennis videos). common-sense communication techniques 3. Check for understanding (repeat if anyone • Always check the individual’s and using clear visual signals to ensure has not understood and check their facial You should not assume that because understanding of any instructions/ you are communicating clearly with the expressions and body language to see if someone identifies themself as deaf that information given. group. When delivering any activities, it is they have understood). they have no hearing. It is important • Speak clearly and naturally. Try to use always best to demonstrate what you wish 4. Start the activity. Have a practice run first to establish how much hearing an an expressive face. the group to do beforehand and keep it so no one gets upset if they do it wrong individual has if you are both going to • Use visual cues, where possible. Point to simple and brief. By using demonstrations, the first time. communicate effectively. Bear in mind what you’re talking about. the group will have a visual representation these top tips when communicating with • Make it clear what the topic of deaf players: conversation is – and let the person know if it’s changed. • Use whole sentences to help deaf players Do: pick up clues to what’s being said. • Get a deaf player’s attention before • Remember group conversations can be you start speaking. Try waving, visibly difficult for deaf people. knocking a table or tapping their • Try to keep the deaf person involved, and shoulder lightly. avoid all speaking at once. • Determine your player’s preferred method of communication (lip-reading, sign Don’t: language, interpreter, etc.). Don’t be afraid • Speak too slowly or shout – this will to ask a player for their preferred method distort your lip patterns. of communication or for any advice on • Move your head or walk around while how best to communicate with them. you’re talking. Speech movements can Encourage the player to ask if they need easily be missed. any additional communication support. • Have lots of noise in the background, • Make sure your face is in the light and that e.g. from a TV or washing machine. you face the person when you are talking. Hearing aids amplify all noises, not You must be close enough for the player to just your voice. clearly see your face/lips (3–6 feet away). • Take forever to get to the point.

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• Cover or put anything in your mouth while Auditory-Oral Technology Sign-Supported English (Sse) disabilities (for example, children with Down’s talking. Eating or smoking while talking is With the use of technology such as SSE uses signs taken from BSL. It is used in syndrome). It uses speech together with a definite no-no. hearing aids and cochlear implants, English word order but does not attempt to signs (taken from BSL) and symbols, and is • Make a deaf person lip-read for too long many deaf people develop listening skills sign every word that is spoken. This may be grammar-free. without a break. and spoken language. an easier way to become familiar with sign • Give up. If stuck, try explaining in a language as it means that you can use signs Makaton can help children and adults who different way or writing it down. Or, if Lip-Reading together with your own language. As it uses have difficulty with: you have a mobile to hand, text it on This involves the ability to read lip patterns. the same signs as BSL, it can be helpful to your screen. However, many speech sounds look the children, parents and coaches who wish to • Communicating what they want, think same when spoken (e.g. ‘pat’ and ‘bat’) so develop BSL skills at a later stage. or feel. Remember – every deaf person is different it is difficult for deaf people to rely solely • Making themselves understood. and deafness can range from mild to total. on lip-reading to communicate. Lip- Signed English (Se) • Paying attention. Some people may sign, some may lip-read, reading is usually used alongside other SE is an exact representation of the English • Listening to and understanding speech. some may listen and some may speak. communication approaches. language through the use of signs, where • Remembering and sequencing. Some may do all these things. Always ask a sign is used for every spoken word. It is how the player prefers to communicate. British Sign Language (BSL) usually used in educational settings to Makaton is a visual way to develop Over 70,000 people within the British develop written and spoken English skills. communication skills and helps stimulate Involve the Team Deaf Community use BSL. It is a visual If a child uses only BSL to communicate they sounds and words. This in turn helps to language using handshapes, facial may not be able to fully understand SSE or SE encourage language development, i.e. It will be useful to discuss the guidance expressions, gestures and body language due to the structural or grammatical changes. putting words together. Makaton helps described above with squad members, parents/ to communicate. BSL is an independent understanding by giving the recipient a partners/friends/carers and/or coaching and complete language with a unique Makaton black-and-white symbol as an extra visual assistants prior to, or shortly after, the deaf vocabulary. It has a structure and grammar Makaton is a sign system that is used with clue. Symbols are lasting and permanent, participant joining the team. The coach can different from that of written and spoken children and adults (deaf and hearing), who and give a child or adult more time to take also educate umpires about what can be done English. As with other languages, it has may have communication and/or learning in information. to assist the participant. Combine clapping evolved over time and developed regional with a double-handed wave to congratulate dialects. On 18 March 2003 the government Hello Good Next/Your Turn or praise. When we see something good, officially recognised BSL as a minority the natural reaction is to clap. The deaf language. A number of videos and images community will use a raised double-handed of tennis-specific BSL signs can be found on wave to show the same appreciation, so use links from the Tennis Foundation website. both methods for a mixed group. Fingerspelling Communication Options This is where each letter of the alphabet and Approaches is indicated by using the fingers and palm of the hand. It is used for ‘signing’ names The information below describes the variety and places or for a word that doesn’t have of communication options that are used a sign. by deaf people. Most deaf people will use a combination of these when communicating: 30 31 Disability Tennis Coaching Resource Disability Tennis Coaching Resource

When using Makaton: when talking about a tennis racket, point To Drink Yes No to the racket; when talking about serving • Only use the sign or symbol for the the ball, mime doing it. important word in the sentence. • Use the sign and symbol for ‘Good’ to • Remember to speak and sign at the give praise. same time. • Have fun! • Use clear, short sentences. • Remember to make eye contact and Above and below are some simple Makaton use facial expression, body language symbols and signs to help you with basic and gesture. communication in tennis sessions. • Use real objects and mime to give reference and meaning. For example,

To Look To Listen Again

Being able to communicate with a deaf player gives you as a coach great satisfaction and enables you to become a better coach in the hearing world. Many coaches have told us that it has really opened their eyes teaching deaf players as they didn’t realise that there were so many considerations to take into account.

Catherine Fletcher, Deaflympian and Great Britain Deaf Tennis Coach

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Working with Bsl copy of the session plan. This will allow This could include scheduling regular • Try and use basic sign language yourself, Communicators the communicator time to prepare and drinks breaks, or activities where less even if the communicator is present. ask any questions about any aspects of intervention is required from the leader. This will help you communicate direct If there is a deaf player whose first language the session that they may not understand. • If you ask the group a question and to the player(s) and help build the same is BSL attending your activity or club then • Position yourself so the player can see you want a response, wait until the relationship with them as you would with they may require the support of a volunteer both you and the communicator clearly. communicator has finished signing a hearing player or group. communicator, communication support Standing beside the communicator is before allowing a response. This gives the worker (CSW) or BSL interpreter to ensure usually the most effective way to do this. players the chance to respond and the If you would like to learn BSL and they can fully communicate with the leader • Talk to the group/player direct rather than communicator more time to interpret. communicate with BSL users then the and other participants. to the communicator. Even if all the group • A deaf person cannot look at two places at best place to start is to take a course members are deaf and are all looking at once so, when demonstrating or working taught by a qualified sign-language When working with communicators, the communicator, you are still there to from a whiteboard or flip chart, build in a teacher. Local courses can be found at it is important to be aware of the lead the players, not the communicator. time lapse so that the players can look at www.signature.org.uk. You can also learn following points: • Speak clearly and not too fast – it is hard you and then turn their attention to the a few basics direct from a deaf person, or by work listening to someone speaking and communicator or whiteboard, otherwise viewing online learning tools or applications • Make sure that you let the communicator then translating their words into BSL! they will miss the explanation. on your smartphone. know in advance what you plan to do • Plan activities that give the communicator during a session – perhaps hand them a and the player(s) a break from watching.

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The signs for numbers are used to show the score in points, games and sets.

Love - 15 Communication Do’s and Don’ts

Number Zero One Two Three Four Do’s Don’ts Be brief Shout 15 - 30

Keep still Be too far away Five Six Seven Eight

Have good light Mutter

Make eye contact Rattle on and on Nine Ten Eleven Twelve Speak one at a time Eat 30 - 40 Stay fairly close Hurry

Stick to one point at a time Obscure your mouth Thirteen Twenty Thirty One Hundred

Ask if you are being understood Look away or down

Take your time Lean too close Deuce Speak clearly Be embarrassed (hands verticle) Set

Write it down if you get stuck Talk too fast

Give up Advantage Speak with the sun behind you Umpire uses hand Finished closest to the player to indicate the advantage

Game

36 37 Disability Tennis Coaching Resource Player Classifications

• Deaf players who meet the required • Players may want to train without hearing hearing-loss level (see below) can aids, to get used to the environment compete in mainstream tennis activities during a deaf tennis competition. and competitions, or in specific deaf Alternatively, players may wish to train tennis activities and competitions, or in a with their hearing aids as this may combination of both. support them to understand instructions, • Players may choose to play in specific technical detail and feedback. Some deaf competitions as this provides an players may also feel disorientated opportunity to socialise and meet other without their hearing aids. Learning deaf people. Other players may choose • In the lead-up to deaf tennis competitions to play in mainstream competitions it is important that players practise and as this may provide a higher level of gain match experience of playing without competition and a wider variety of their hearing aids or cochlear implants. Disability opponents. Playing without hearing aids can affect • For international and national level orientation and balance, which is why this deaf competitions, players must have a is recommended. hearing loss of at least 55 decibels • Eligible players can compete in the (dB HL) in the better ear. Deaflympics, which are held every four Tennis • Hearing aids and cochlear implants must years, and other major international deaf be removed to compete in international events. and national level deaf competitions. • The Tennis Foundation manages training camps for national-standard players and organises events such as the annual National Deaf Tennis Championships. Find out more at www.LDTennis.org.uk

38 Disability Tennis Coaching Resource STEPS For Specific Learning Disability Tennis Learning disability tennis is played with with specific learning difficulties such as Impairment no adaptation to the rules of tennis. dyslexia, attention deficit hyperactivity There are a number of learning disability disorder (ADHD) and some forms of autism. Learning Disability tennis sessions available for beginner and Mencap describes dyslexia as a learning developing players across the country and difficulty because, unlike learning disability, Space/Environment Tasks Equipment/Rules People/ Safety the game can be adapted according to a it does not affect intellect. Communication player’s ability. For example, playing Mini Allow extra space on Break things down Could use larger See the ability in Take into account Tennis with softer balls and smaller courts In performance sport learning disability courts for safety. into simple tasks. sponge balls and front of you, not the any medical Mini Tennis rackets. disability. or behavioural can build confidence on court. is defined as having an IQ of 75 or less, considerations. having significant limitations in adaptive For example, behaviour, and this being evident before dehydration can What is Learning be more of an Disability? the person is 18 years old. This does not issue for some automatically exclude those with autism disabled people. Learning disability is defined as a reduced or other conditions. However, if autism or Place players into Use plenty of visual Use colourful Players need same Ensure you are intellectual ability and difficulty with another condition is the primary or only positions on court. demonstrations. equipment and skills as any other aware of all of everyday activities, which affect an diagnosis, then it is unlikely they would visual aids. player. the players’ whereabouts at all individual for their whole life; for example, meet this particular definition to be eligible times as attention in carrying out household tasks, socialising to compete in a learning disability event. spans may be or managing money. shorter and players could wander away It is important to remember that, with the from the court. General Characteristics right support, most people with a learning Increase targets and Repeat steps of Need to set of Learning Disability disability or difficulty in the UK can lead decrease distances task frequently and boundaries for independent lives. Sport provides invaluable to make tasks easier. allow more time for behaviour. People with a learning disability tend to life skills and social contact, as long as assimilation. take longer to learn and may need support a positive and informed environment is Adapt play to use Body language is Use lots of positive to develop new skills, understand complex available to people. zones, so everyone important in getting praise and feedback. information, and interact with other people. can join in. messages across. The level of support an individual needs For the purposes of this resource, when Consider evacuation Use trigger words to depends on specific factors, including the we refer to learning disability tennis at a procedures in an aid movement. severity of their learning disability. For recreational level, we are including learning emergency. example, a person with a mild learning difficulties. Be aware of players’ disability may only need support with whereabouts at simple tasks such as joining a sports club Including People with all times. or getting directions to a venue. However, a Learning Disability in Watch out for someone with a profound learning disability your Coaching Sessions the wanderer. may need full-time care and support with every aspect of their life – they may also • Use a range of coaching styles, including The second session will enable coaches to use the learning disability tennis rating form by have physical disabilities. lots of visual demonstrations. observing the players in match play. • Don’t write down complex terms or draw Learning Disability or tactical approaches on a board. Learning Difficulty? • Strive to have a predictable, consistent and organised coaching environment. Learning disability is often confused • Where relevant, provide accessible and easy- 41 Disability Tennis Coaching Resource Disability Tennis Coaching Resource

to-read information, and consider other non- • Ensure that you do not deliver large blocks Top Tips: Speech • Do not pretend you understand verbal communication techniques. of information – provide information in and Language what has been said if you do not; • Demonstrate specific coaching drills one small, useable blocks. ask them to repeat the question element at a time, and build up slowly. • Do not finish the person’s sentences, or People with speech or language or response. • Give simple, clear instructions, and repeat presume that you know what they mean difficulties may not use the spoken word • If you still do not understand, them frequently, breaking more complex before they have finished talking. Allow as a primary form of communication, or apologise and use a more visual form of tasks into simple steps. an appropriate amount of time for the you may find it difficult to understand communication: write it down, draw it, • Find a mechanism, appropriate to individual to consider their response and what they are saying. You should point it out, use sign language or Makaton your participant, to ensure that they give you their answer. not assume that people who have (more information in deaf tennis section), understand your instructions and what • Do not presume that because the person speech or language difficulties have show them the way or ask them to show they should do – don’t just assume they has a learning disability, they will not other impairments, or that they are you what they mean. have understood. be able to answer your questions – they unintelligent. Bear in mind these Top Tips: • If possible, pair up your participant with probably will. If the individual has a more Clarity of verbal information is very a supportive fellow participant who has severe degree of learning disability then important, but becomes particularly the ability to explain concepts clearly, it may be appropriate to speak to the • Do not ask for information and then finish important for people who may base a concisely and patiently. parent, partner, friend or carer as well. their sentences. Ask the question and significant proportion of their actions • Do not single out the participant in view • Treat someone who has a learning then allow time for the person to answer. on that format of communication. of the group to explain more difficult disability according to their age, rather concepts. Try to include further coaching than presumed IQ. while other participants are otherwise • Use simple, uncomplicated language, engaged. You could also provide them and learn to use gestures and subtle with some straightforward coaching tips changes to the tone and volume of your written down to take away with them after voice. This will play an important part in the session. communicating your message. • Always check for understanding. Do not use ‘do you understand?’, Top Tips: General because they may say ‘yes’ and actually Communication not understand. Ask the individual to demonstrate that they actually do It is always good practice to ensure understand by asking questions where information is clear and concise. This they have to offer a clear response, e.g. may become particularly significant ‘where do you go when you get to the when transferring information or red sign?’ instruction to individuals who have a •   Repeat information if necessary and learning disability. Consider these Top use different forms of communication if Tips when communicating with players appropriate. Demonstrations will speak a who have a learning disability: thousand words.

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Overview of Impairments and Coaching Awareness Top Tips Including People with Adhd in your • Strive to have a predictable and organised Coaching Sessions coaching environment. ADHD is an impairment of either activity or 2. Predominantly hyperactive-impulsive • Provide immediate and consistent attention control, or both. type where symptoms may include: • Be firm with rules, but remain calm and feedback regarding positive behaviour. • Fidgeting and squirming in their seats. always have a positive approach. • Try to develop a private signal system with Common Characteristics of • Talking non-stop. • Match your coaching style to your the participant to notify them when they People with Adhd • Dashing around, touching or playing participant’s learning style; understand are off-task or acting inappropriately. with anything in sight. this by speaking to them or their parent/ • When speaking or giving instructions to a 1. Predominantly inattentive type • Being constantly in motion. partner/friend/carer prior to the session. group, use the individual’s name if needs where symptoms may include: • Having difficulty doing quiet tasks • Know when to ‘back off’ if the participant’s be to attract attention. (When asking • Being easily distracted, missing details, or activities. level of frustration or anxiety begins everyone to ‘come here’, some individuals forgetting things and frequently to peak. may need you to tell them specifically by switching from one activity to another. 3. Combined type, which also includes: • Look at the participant when name that you mean them too.) • Having difficulty maintaining focus on • Being very impatient. communicating. one task. • Blurting out inappropriate comments, • Becoming bored with a task after only a showing their emotions without few minutes. restraint and acting without regard for • Having difficulty focusing attention on consequences. learning something new or completing • Having difficulty waiting for things they tasks. want or waiting their turn in games. • Not seeming to listen when spoken to. • Daydreaming, becoming easily confused and moving slowly. • Having difficulty processing information as quickly and accurately as others. • Struggling to follow instructions.

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• Autism Spectrum • Apparent insensitivity to peers. Imagination will happen next (e.g. ‘When the ball is Disorder (Asd) • No concept of their role within a group. • Limited imagination; but some individuals passed to Bill, who will Bill pass to?’). • Little or no perception of danger. can be over-imaginative and will ‘know • Give warnings of any changes that What Is Asd? • Resistant to change. everything’. are about to happen (e.g. ‘John, in a • Possess special interests. • Limited understanding of concepts few minutes, we will be moving on to ASD is a lifelong developmental disability • May have sensory difficulties such as of playing or sharing and taking turns. a game’). that can affect the way a person under- or over-sensitivity to noise or light. • Unusual or inappropriate playing • Control the environment and don’t communicates and relates to others. behaviour. overstimulate (e.g. face them away from It is called a spectrum as it shows itself in Common Characteristics • Inappropriate attachments to objects. any distractions). such a wide variety of ways, ranging from of People with Asd • May spin objects or themselves. • Teach them the rules and use prompts/ individuals who are pedantic about certain reminders to reinforce them. things to those with Asperger’s syndrome General Including People with Asd • Provide a definite beginning and end (see separate section on Asperger’s • Poor physical/motor skills. in Your Coaching Sessions to activities. syndrome). • Obsessions, usually with toys or objects. • Reduce anxiety with a confident and • High levels of anxiety. • Use their name at the beginning of an positive approach; the participant will Points to be Aware of when • Lack of motivation. instruction or question. feel safer knowing that if they lose control, Coaching People with Asd • Depression and low self-esteem. • Tell the participant what to do rather than you won’t. • Inability to transfer skills from one what not to do. • Provide a safe place and/or person The following points summarise many of situation to another. • Use face-to-face interaction when the participant can go to when a the characteristics of people with ASD. It is • Vulnerable and susceptible to possible. situation becomes too much for them important to understand that not everyone exploitation. • Use visual communication when possible. to cope with. on the autism spectrum will have all of these • Challenging behaviour. • Help your participant to anticipate what characteristics; they may present only one • Self-injury/self-harm. or two of the following. Social Communication By understanding what ASD is, you will feel • May repeat/echo words or phrases. supported to make your sessions a more • Inappropriate laughing or giggling. positive experience for all your participants. • No or inappropriate response to sounds. • Difficulty with expression, and so may General Characteristics Of People need to use gestures. With Asd • One-sided communication. • Failure to respond to their name (unless • Difficulty with social interaction/ looking at them). relationships. • Failure to comply with general • May appear aloof and indifferent to others. instructions when given to a whole group. • May avoid eye contact. • Difficulty in understanding verbal • Difficulty in interacting with others. communication. • Unaware of others’ feelings towards them • Difficulty in understanding non-verbal and the impact of their own behaviour communication such as gestures, tone of on others. voice and expressions. 46 47 Disability Tennis Coaching Resource Disability Tennis Coaching Resource

• Asperger’s Syndrome • Become withdrawn and seem uninterested • Help your participant to anticipate what participant can go to when a situation in other people, appearing almost aloof. will happen next (e.g. ‘When the ball is becomes too much for them to cope with. What is Asperger’s Syndrome? • Behave in what may seem an passed to Bill, who will Bill pass to?’). • Manage situations with other people you inappropriate/antisocial manner. • Give warning of any changes that are are coaching. Ensure they understand Asperger’s syndrome affects people in three • May imagine alternative outcomes to about to happen (e.g. ‘John, in a few that this participant is not being rude specific areas: situations and find it hard to predict what minutes, we will be moving on to a game’). if they don’t, for example, respond to will happen next. • Control the environment and don’t conversation. • Social interaction. • May misunderstand or interpret other overstimulate (e.g. face them away from • Allow the participant ‘time out’ as and • Social communication. people’s thoughts, feelings or actions; any distractions). when they need it. • Social imagination. the subtle messages put across by facial • Teach them the rules and use prompts/ • Try to accommodate the need for expression and body language are reminders to reinforce them. structure and routine. Show the person There are similarities with autism, but, on often missed. • Provide a definite beginning and end to your session plan and try to keep the the whole, people with Asperger’s syndrome • May have a limited range of imaginative activities. structure the same for each session. have fewer problems speaking and have activities, which can be pursued rigidly • Reduce anxiety by adopting a confident • Support their interest in the sport. Provide average or above-average intelligence. and repetitively; for example, lining up and positive approach. The participant will useful website addresses and books that objects or collecting and organising things feel safer knowing that if they lose control, might be interesting. Your encouragement In General, People with related to their interests. you won’t. may help develop the interest and skill of Asperger’s Syndrome: • May have rules and rituals that must • Provide a safe place and/or person the that person. be followed. • Have poor physical/motor skills. • Have a love of routine. • Have difficulty understanding gestures, • Possess special interests. facial expressions or tone of voice. • May have sensory difficulties. • Have difficulty knowing when to start or • May have sensory difficulties such as end a conversation, and choosing topics to under- or over-sensitivity to noise or light. talk about. • Use complex words and phrases, but may Including People with not fully understand what they mean. Asperger’s Syndrome in Your • Are very literal in what they say and can Coaching Sessions have difficulty understanding jokes, metaphors and sarcasm; for example, a • Be very literal in your explanations. person with Asperger’s syndrome may be Try not to use slang phrases, sarcasm or confused by the phrase ‘that’s cool’. metaphors. • Struggle to make and maintain friendships. • Keep your explanations simple and • Do not understand the unwritten ‘social concise. rules’ that most of us pick up without • Use their name at the beginning of an thinking; for example, they may stand instruction or question. too close to another person, or start an • Tell the participant what to do rather than inappropriate topic of conversation. what not to do. • Find other people unpredictable and • Use face-to-face interaction when possible. confusing. • Use visual communication when possible. 48 49 Disability Tennis Coaching Resource Disability Tennis Coaching Resource

• Down’s Syndrome • Ability to learn practically, with hands-on • Teach the fundamentals of tennis as with I think when coaching a activity and demonstrations. any group of players, including technical About Down’s Syndrome (Ds) Down’s syndrome session, • Tendency to model behaviour and and tactical play. it gives you a chance to be a lot attitudes on peers and adults. • Concentrate on the group as a whole, • DS is a genetic condition which occurs more individual and almost reflect • Keenness to communicate and socialise yet aid players who may be struggling by chance. upon your own coaching a lot more with others. physically or mentally. • It is the result of an extra chromosome because the difference between • Treat the players like any other as (number 21). individuals is so vast – you have to Many, but not all, children with DS will much is possible, including reprimanding • It is both a learning and physical use a different and wide range of exhibit the following factors that inhibit unruly behaviour. disability. coaching styles. learning: • Take into account specific learning • It is the most common form of learning profiles and focus on the visual side of disability. Matt Maguire, • Auditory and visual impairment. coaching. • One in every 1,000 babies is born with DS. DSActive Sports Officer • Speech and language impairment. • Start with singular commands or points • Short-term and working memory to allow players to fully grasp and You may have heard that people with DS: problems. subsequently retain information. • Shorter concentration span. • Make progressions slight and easily • Have a short life expectancy. • Some people may have physical • Delayed motor skills which can cause recognisable. To change a game/drill fully, • Are always happy and affectionate. implications, others have cognitive ones. clumsiness and manipulation issues. change the surroundings. • Are extremely strong. Many have both. • Ensure that the session is always • Are only born to older mothers. • Many players will struggle with short-term When coaching players with Down’s achievable for each player, and for • All look the same. memory, and retention of skills may take syndrome, coaches should attempt to: advanced players add individual rules some time. or tests. In reality, people with DS: • Many players will struggle to deal with changes and progressions, and some may • Can and do live long and rewarding lives. inadvertently forget them. • Experience the same range of emotions • Many players will struggle/excel in as anyone. comparison to their peers due to physical, • Are likely to be weaker due to hypotonia technical or cognitive ability. (decreased muscle tone). • Are born more often to younger mothers. Many, but not all, children with DS will • Are more likely to look like their family exhibit the following factors that facilitate than another person with the condition. learning:

Coaching People with • Strong visual awareness and visual Down’s Syndrome learning skills. • Ability to learn/use sign, gesture and It is best to adapt your methods as opposed visual support. to abandoning your coaching style. • Ability to learn and use the written word.

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Competitive Opportunities for • Currently competitions run on a four- conduit through which athletes with • Inas became a member of the ICC – the People with Learning Disabilities yearly cycle, like all Olympic-family learning disability across a number of International Co-ordinating Committee events. These include National Special sports, including tennis, can compete in – which later in 1992 became the The Tennis Foundation runs an annual Olympics Games, European Special high-performance European and World International Paralympic Committee. National Competition, and there are other Olympics Games and World Special Championship events, including the Inas • The ‘1st World Games for Athletes with events run locally across the country. In Olympics Games. Global Games. an Intellectual Disability’ were held in addition, players can register with a Special Sweden in 1989. Olympics Great Britain (SOGB) sports club in For those players who have the ability, there Inas – International Federation for • Ahead of the Barcelona Olympic Games their local area and have the opportunity to is the potential to progress to a performance Sport for Para-Athletes with in 1992, the first Paralympic Games were compete at their level for their region, or in pathway through the UK Sports Association an Intellectual Disability held in Madrid for ‘Persons with a mental national or international Special Olympics and Inas (see below). handicap’; 70 nations competed. Games. Remember this level of competition Inas is a global organisation that promotes • A small programme for athletes with an is open to all athletes of all standards and Please note that the term ‘learning inclusion and is a full member of the intellectual disability was included in the Special Olympics events are all participation disability’ is used in the UK, but the International Paralympic Committee, Paralympic Games in Atlanta in 1996 and events, not elite-level competitions. term ‘intellectual disability’ is used representing intellectual disability: in Sydney in 2000. internationally. Special Olympics GB is the largest provider • Formed in 1985. The Inas sports programme has grown of year-round sports training for children Uksa – Uk Sports Association for • Has a membership now of more than to incorporate more than 10 sports and and adults with a learning disability: People with Learning Disability 50 nations. reaches across five continents. Today the • Represents thousands of athletes with programme includes 15 annual events, • They are a recognised member of the UKSA promotes, supports and facilitates an intellectual disability. including the World Global Games held Olympic family. talented athletes with a learning disability • Competition is not played in rating every four years, and has over 2,500 • Since their formation in 1978 as part of to excel in national and international sport. groups, so is based more on the higher- athletes registered to compete the global Special Olympics movement, UKSA is responsible for classification of standard athlete. at international level. SOGB has improved the lives of thousands athletes with a learning disability from the • Has an office base in England and is of people with a learning disability UK and is the only official British member of supported by a huge volunteer workforce through sport. Inas (see next page). around the world. • There are an estimated 1.2 million people in Great Britain with a learning disability. UKSA has four members: Scottish Disability • There are currently 135 Special Olympics Sport, Welsh Sports Association for People clubs in Great Britain providing training with Learning Disability, Disability Sports and competition in 26 sports. Northern Ireland and Mencap in England. • The programmes are delivered by It also works closely with the English hundreds of qualified coaches and Federation of Disability Sport and Disability volunteers, with over 8,000 athletes Sport Wales. benefiting from their sports programme. • Their programmes are designed to allow UKSA supports and collaborates with the athletes of all ages to learn, enjoy and Tennis Foundation in its selection and benefit from participation in individual management of the GB Team to Inas and team sports. events (see next page). UKSA is the only

52 53 Disability Tennis Coaching Resource Player Classification Learning Disability Tennis Rating Form Level 1 (Athletes at this level should complete the ISC Skills Testing) E. Second Serve Player just started to play tennis (1) (One choice – should be the most representative Appropriate competition would be ISC (1) of the athlete’s skill level) Double faults are common (2) Any athlete, regardless of their tennis that matches the player’s ability. (Please Score Pushes second serve with control (4) Hits second serve with control (6) standard, can enjoy the opportunity to note Level 1 is not used in competition as A. Forehand Hits second serve with control and depth (7) compete. This is because the competition this is for players who can not hit a ball yet). (One choice – should be the most representative Hits second serve with spin, control and depth (8) of the athlete’s skill level) structure uses a learning disability tennis Has difficulty hitting FH shots (2) Score rating form to assess a player’s tennis Ratings also determine what level of tennis Hits inconsistent, weak FH shots (3) F. Return of the serve ability, rather than their disability, and can a player should practice during a coaching Hits FH shots with little directional control (4) Sustains a short rally using FH shots (5) (One choice – should be the most representative then group them to compete with athletes of session: Sustains a rally with directional control (6) of the athlete’s skill level) a similar ability, giving them an achievable Sustains a rally with consistency and depth (7) Has difficulty returning serve (2) Sustains an extended rally (8) Returns serve occasionally (3) and positive match-play experience. Rated 1 to 3 – Red ball on a Mini Tennis Red Returns second serve consistently (4) court Score Returns some first serves, returns second serves consistently (5) The learning disability tennis rating form Rated 3 to 4 – Orange ball on an Mini Tennis B. Backhand Returns first and second serves consistently (6) on the following page enables coaches to Orange court (One choice – should be the most representative Aggressive return of second serve; weak return of assess their athletes prior to competition. Rated 4 to 5 – Green ball on a full-size court of the athlete’s skill level) first serve (7) Has difficulty hitting BH shots (2) Aggressive return of first and second serves (8) Coaches can observe the player during a Rated 5 to 8 – Yellow ball on a full-size court Hits inconsistent, weak BH shots (3) Score coaching or match-play session and choose Hits BH shots with little directional control (4) Has directional control of BH shots, but shots the appropriate statement in each category lack depth (5) G. Volleys Returns difficult shots defensively (6) (One choice – should be the most representative Has difficulty only with high and hard shots (7) of the athlete’s skill level) Controls FH and BH shots with direction, pace Avoids net (2) and depth (8) Does not hit volleys; avoids net (3) Hits inconsistent volleys; avoids net (4) Score Hits consistent FH volleys; BH volley inconsistent (5) Hits aggressive FH volleys; hits defensive C. Movement BH volleys (6) (One choice – should be the most representative Hits aggressive FH and BH volleys (8) of the athlete’s skill level) Stationary position; does not move to ball to Score hit shots (2) Moves only 1–2 steps toward ball to hit shots (3) Moves towards ball; but court coverage is poor (4) Movement allows sufficient court coverage of most shots (5) Total Exceptional court coverage (6) Score Exceptional court coverage and hits defensive lobs but inconsistent overheads (7) Divide Total Score by 7 to determine the Exceptional court coverage and hits defensive lobs overall rating and consistent overheads (8) (Round off to the nearest tenth i.e. 4.97 = 5.0 or Score 3.53 = 3.5)

D. First Serve (One choice – should be the most representative of the athlete’s skill level) Overall First serve is weak (2) Rating First serve faults are common (3) Hits first serves in at a slower pace (4) Hits first serves with pace (6) Hits first serves with pace and control (8) Score

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Competition Performance Camps an annual plan, including targets which have been set and agreed with the national coach Learning Disability The Tennis Foundation will identify and and the player’s individual coach. Tennis Player Pathway develop the most talented learning disability players, by delivering a world-class The majority of their training will be done programme to sustain performance at the weekly at their local tennis venue with Tennis Foundation highest levels, focussing on professionalism, their own coach, and will include individual Learning Disability behaviour and commitment. lessons, group lessons (either learning Tennis Performance Programme disability or mainstream), gym/fitness/cardio Training Competitions The athletes are selected through talent sessions, hitting with more advanced players, identification at the Tennis Foundation and singles and doubles match play. Performance learning disability camps and from Programme performances at competitions. Those All players will be encouraged to compete 4 Performance camps Inas events selected must go through the eligibility and in local club leagues, LTA competitions, (approx 4 players) Tennis Foundation classification process, managed by the UK learning disability tournaments organised regional and national events Sports Association, and become registered by the Tennis Foundation and some events with Inas. hosted by Special Olympics Great Britain.

Talent Confirmation The players will then attend Tennis For international competitions, players will 4 Performance Inas events Foundation learning disability performance compete in performance events sanctioned Development camps SOGB summer games (approx 10 players) Tennis Foundation camps, which include coaching, sports by Inas. Talent regional and science, and fitness. Each player will have Development national events

Talent selection camps SOGB and Tennis Talent Selection Tennis Foundation Foundation competitions training camps

Club/County Tennis Foundation Event Talent ID

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You can develop further knowledge by attending a Learning Disability Tennis CPD course.

To book on the Learning Disability Tennis CPD course, please log in with your British Tennis Member number to the LTA website and visit the coaches’ area: www.lta.org.uk.

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Visually Impaired Tennis

Find out more at www.VITennis.org.uk

60 Disability Tennis Coaching Resource STEPS For Specific Visually Impaired Tennis Impairment Visually Impaired Visually impaired tennis (VI tennis) was first description. As a result, communication is conceived in Japan in 1984 and has since key when coaching visually impaired people Space/Environment Tasks Equipment/Rules People/ Safety been played in many countries around and you will need to talk to the participant Communication the world and is now part of the Tennis prior to the session to understand their Ensure court is Explain that the Game is played with One-to-one support Ensure there is an Foundation’s Disability Tennis Strategy. personal support needs. free of obstacles best way to coach an audible sound may be required. appropriate and and watch out for a visually impaired ball. quiet place for any equipment stored at person is to guide guide dogs, with Visually impaired tennis is one of the newest As the sport is in the early stages of the back of the court, them through water provision. versions of the game and is played on a development, there aren’t yet formalised e.g. scoreboards and strokes. Hold head the umpire’s chair if of racket with player smaller tennis court using smaller rackets, ITF rules for VI tennis competitions. But not in use. holding handle. an audible ball and raised lines. Players who there is a generally accepted set of rules Walk the player Visual For B1 and B2 Consider the number Consider transport are totally blind are allowed three bounces used in Great Britain and internationally in around the courts, demonstrations players the ball can of coaches required to and from the while partially sighted players are allowed an increasing number of visually impaired fire exits, toilets may not work so bounce a maximum and the use of venue. Players may two bounces. Tape can be put on the court to events and competitions. and changing room use clear verbal of three times. For volunteers. require assistance to areas. communication and B3s twice and for organise this. create raised lines and players communicate guide their racket if B4s once. at the start of each point to make sure their More information about various eyesight appropriate. opponent is ready. conditions can be found on the RNIB Create a tactile Develop skills, Think about court Ensure access to and website: www.rnib.org.uk. court area, using including serve, and ball colours, from the court is free Coaching people with visual impairments floor tape, string or return, and tactics. e.g. a dark floor and from obstacles. can provide varying levels of challenge, as ‘throw down lines’, yellow ball work well, Coaching Considerations and try to reduce and vice versa. different people will have varying levels of background noise. sight. Some people may see nothing; some When setting up your session think about may see outlines; some may see a small an accessible venue, provision for guide B1s play on a Mini Use sound Racket size for Keep players who Tennis Red court, awareness exercises, B1s is a maximum are waiting for their area in detail but nothing around that area; dogs, keeping the court as de-cluttered B2s, B3s and B4s on e.g. ball rolling or of 23 inches, for turn well away from some may see best in good light; some as possible and ensuring as quiet an a Mini Tennis Orange throwing a ball B2-B4 players it is the hitting area and court. against a wall and a maximum of 25 court. in poor light; some may have seen in the environment as possible. Artificial lights trying to catch it. inches. past and have a memory of how people may affect players in different ways so move; and some may never have seen and check with them in advance and use tactile Guide players through the size of will therefore have to learn everything by markers where necessary. the court and height of the net.

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It is important when planning your sessions Players are classified according to their Sight classifications are important as they or competitions to take into account other they want to be shown or guided around visual field or visual sharpness, so someone promote fair and equal competition. visually impaired sports, so check local, the environment. completely blind is permitted more bounces Success at competitions should be defined regional and national calendars for clashes of the ball than someone with a less severe by an athlete’s skill and ability, not their with sports such as goalball and blind football. If a visually impaired participant asks visual impairment. impairment. The sight classifications should to be guided on to the court, hold your • B1 players (totally blind) – 3 bounces give all athletes the confidence that they are Try to ensure there are accessible transport arm out for the person to hold and keep •  B2 players (partially sighted) – 3 competing against others on an equal basis. networks nearby as this may be a barrier that arm relaxed and still. Do not take bounces Players only compete against other players to the success of your VI tennis session. hold of the participant yourself, unless •  B3 players (partially sighted) – 2 of the same sight classification. Players may be able to share lifts or taxis you have permission to do so. bounces from home, or meet at a station and travel •  B4 players (partially sighted) – 1 bounce To compete in national tournaments, players together from there to the venue. Advise the participant that you are (B4 players are currently not eligible for must have a classification from British going to put them into a correct international competition) Blind Sport. For international competitions, It is preferable to play VI tennis indoors position or stance, and explain how you players must have an International Blind as it is easier to control light and noise are going to do this, prior to touching Sports Federation (IBSF) classification. conditions. VI balls also work better in dry them. conditions without wind, so indoor tennis or badminton courts are good options. Keep background noise to a minimum and make sure you are clear and precise Consider ‘colour contrast’ for players and in your provision of verbal information. the coach on court. For example, if there are Try not to overcomplicate instructions dark green curtains ask players to wear light or information and always check for colours, or if it is a white sports hall then ask understanding by the participant. players to wear dark colours. Take the opportunity to learn from Depending on the participants, it may players’ different eye conditions, as be beneficial to use assistant coaches or they will each find different strategies volunteers to help with any additional to compensate for their particular type requirements. of impairment, and this way you will be able to help another player with the same eye condition. Top Tips: Visually Impaired Tennis The provision of promotional material must be in clear, large, and easy-to- Find out how much sight an individual read format, with simple imagery. has – do not be afraid to ask how well Word documents usually work best for an individual can see. This will enable screen readers and you can find help to you to make sure your communication create accessible promotional materials and coaching provision are appropriate. on the EFDS (English Federation of Ensure the player knows what is around Disability Sport) website via the Further them and who is present. Ask them if Information page in this resource.

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Rules • B2s are allowed three bounces of the ball before returning a shot, B3s are allowed VI tennis follows standard ITF rules for two, and B4s are allowed one. tennis, as well as the following additions: • Maximum size of racket is 25 inches.

• No volleys are permitted during the game. • A yellow or black VI ball, often referred Match-Play Considerations to as a sound ball, is used as it makes a noise when it bounces to alert the As the skills of a participant increase you player to its location. There are different can introduce some match-play scenarios, manufacturers of VI balls but they all have including: the sound feature. • To start, the server must call “Ready?” and • Introduce scoring. VI competitions are await a response of “Yes”. Then the server usually the best of 3 sets with a tiebreak calls “Play” before serving the ball to begin at 6-6. One-set matches or shortened sets the point. Awaiting canfurther also be played if time is restricted. • If the ball hits the server’s opponent inside • The length of matches can vary depending the playing area before the first bounce, it on the scoring system and the length is a point for the opponent. VI infoof rallies, so try to get players used to • If the ball hits the server’s opponent different amounts of time on court. outside the playing area before the first • If possible, enlist someone to umpire and bounce, it is a point for the server. call the lines, as this is generally difficult for the players to do themselves. B1 players • Have volunteers collect the balls, as it will • Play is on a Mini Tennis Red court. For generally take players longer to do this specific sizes please refer to the ITF themselves. website. • If you are playing a mixed match, i.e. • Tactile lines should be used on all lines with sighted and non-sighted players, it is except for service boxes. recommended that players with the same • Players have up to three bounces of the level of sight serve to each other. ball before returning a shot. • During competition players must wear You can develop further knowledge by eyeshades. attending a Visually Impaired Tennis CPD • Maximum size of racket is 23 inches. course. To book on the Visually Impaired Tennis CPD course, please log in with your B2, B3 and B4 players British Tennis Member number to the LTA • Play is on a Mini Tennis Orange court. website and visit the coaches’ area: www.lta.org.uk.

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Wheelchair Tennis

Find out more at www.wheelchairtennis.org.uk

68 Disability Tennis Coaching Resource STEPS For Specific Wheelchair Tennis Impairment Wheelchair One of the fastest growing wheelchair sports • Participants may tire easily during a in the world, wheelchair tennis integrates session due to their lack of motor-skill Space/Environment Tasks Equipment/Rules People/ Safety very easily with the non-disabled game efficiency. Communication since it can be played on any regular tennis • Participants may have a decreased Are the courts and Can integrate with Specialised tennis Recognise that Get to know your court, with no modifications to rackets or breathing efficiency due to only their facilities wheelchair non-disabled players wheelchairs, wheelchair players individual or group accessible? Make (only difference both manual have different to help assess balls. Wheelchair tennis players are allowed diaphragm supporting their breathing. sure wheelchair is that wheelchair and powered. abilities. their ability. two bounces of the ball and can easily play • Participants may struggle with players can get players are allowed against other wheelchair tennis players, as temperature regulation – both hot and off court in an two bounces of emergency. the ball). well as alongside or against non-disabled cold. For example, a tetraplegic may not friends and family. be able to perspire and will, therefore, Is there enough Teach player to Balls, rackets, Don’t be afraid to Take into account require water to be sprayed on them to room for everyone to push and turn courts and scoring ask what player can any medical move around? holding the racket. the same as non- and can’t do. or behavioural There are opportunities for players to enter avoid overheating. disabled, but player considerations. tournaments from beginner level right up • Make sure participants take in plenty of is allowed two For example, to the ITF Wheelchair Tennis Tour, where fluid during sessions. bounces of the ball. dehydration can be more of an issue the world’s top players compete in three • There may be a decrease in a participant’s for some disabled divisions - men, women and quad, which is range of movement due to, for example, people. for those with a disability in three or more a rod in the spine. limbs. As well as a number of events in Great • Be aware of hot and cold surfaces, as Consider the surface. Adapt the drills you Use regular Try not to be Grass and carpet are do already with equipment such patronising Britain on the ITF Tour, there is a Wheelchair participants may have a lack of sensation difficult surfaces to non-disabled players as cones, lines, and speak down Tennis Development Series run by the Tennis in their touch. push a wheelchair and give clear targets, etc. to a player. on, especially demonstrations. Foundation open for absolutely anyone who • Be aware and minimise the risk of for higher-level would like to compete. common injuries that arise from disability. propelling the wheelchair, such as blisters, abrasions and lacerations. Work in zones to Consider chair Can use a mitt Select team Coaching Considerations enable people of movement and turns and no racket if roles carefully to • There is the potential for damage such as similar ability to be as part of game-play having problem challenge but not These coaching considerations may not cuts and bruises due to lack of sensation. matched. and tactics. holding racket and frustrate. apply to all wheelchair users, but are • Be aware that some participants may have propelling chair at the same time. common characteristics for this impairment. equipment for bowel and bladder control. For greater clarity, it is recommended you • If transferring to a different wheelchair, Consider safety in Larger, lower- ask the participant. participants should do this independently mixed groups of compression non-disabled players balls and smaller or with the help of a parent/partner/friend/ and wheelchair rackets might help • Check participants’ range of movement; carer, or with a trained individual. With users, especially beginners. during warm-up they may, for example, find it difficult to higher levels of impairment, a hoist may periods, and use raise their arms above their head. be required for transfer. adapted equipment • There is a common assumption that if a including orange and green balls and participant is in a wheelchair, they cannot smaller courts. bear weight on their legs. Participants may be able to bear weight, depending on their impairment. N.B. See more detailed STEPS guidance for wheelchair users on page 72. 71 Disability Tennis Coaching Resource Disability Tennis Coaching Resource

Including Wheelchair Task Safety Users in Your Coaching • Ensure the demonstrations/ • Know your individual/group, their ability • Be aware of additional potential heat loss Sessions communication methods used will enable and potential. and dehydration with some groups. understanding. • Know what precautionary action to take • Every wheelchair user is different; it is • Adapt rules for the whole group or for (e.g. medical, behavioural). recommended you ask the participants individuals. about their needs before the session. For • Adapt the task for some participants so example, check their range they can use adapted equipment. “When coaching wheelchair tennis it is important to be aware of individual of movement. • Adapt a game to use zones, so everyone needs but also to ensure players are being helped to reach their potential • If participants are not using a sports can play. as with any other athlete. I have found coaching wheelchair tennis has improved my wheelchair, they may not have an anti-tip understanding and the ability to listen and adapt to the player in front of me. It has system fitted to their chair. If this is an Equipment also been great to get the chance to look at the sport from another angle.” option on their chair, ensure it is fitted. If • A larger ball is easier to hit and receive. no anti-tip is fitted, reduce the risk of the • Can you make the length of a handle Phil Martin, Disability and Outreach Coordinator, Gosling Sports Park chair tipping back during an activity (e.g. shorter/longer on a racket/bat? by reducing speed and quick turns), as • Can you reduce the height of targets (e.g. this may cause head injuries. a lower net)? • Is sport-specific specialist equipment Along with the STEPS outlined in the available? previous table, below are some additional • Does the wheelchair have an tips to take into account. anti-tip fitted?

Space People • What is the effect of the size of the play • Ensure group dynamics – working in pairs area chosen? and small groups. • Can you change the surface so it is • Vary groups – use mixed-ability groups suitable for a wheelchair? and similar pairings, and ensure these are • Is the facility accessible, including access not the same for every session. to toilets and changing rooms? • Let them try – never assume they can’t • If appropriate, decrease targets and do it, and work with them on adaptations; distances to make things easier. what works and what doesn’t? • Working in zones enables people of similar • As a coach, your positioning is important ability to be matched. for people to be able to hear and see you. • Is there room to move around?

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Player Pathways All Tennis Foundation wheelchair tennis You can further develop your knowledge by attending a Wheelchair Tennis CPD course. and Classifications activities, whether camps or tournaments, provide an opportunity for players to be To book on the Wheelchair Tennis CPD course, please log in with your British Tennis Member • Players are classified by the International fairly assessed and for those selected to number to the LTA website and visit the coaches’ area: www.lta.org.uk. Tennis Foundation (ITF). receive the appropriate levels • Players compete in a sports chair. of support. • Players compete in one of three divisions (men’s, women’s or quad) on the ITF tour At the competitive level, wheelchair and at Paralympic Games. tennis is open to players who have a • Both men and women compete in medically diagnosed permanent mobility- the quad division (this is not just for related physical disability, which must have quadriplegics but anyone with a disability resulted in a substantial loss of function in three of more limbs as classified by the in one or both lower extremities. This can ITF). include: • Players can compete in over 150 ITF- sanctioned events around the globe. • Spinal injuries. • Wheelchair tennis is now played as part of • Spina bifida. all the Grand Slam events. • Limb loss. • The ball is allowed to bounce twice in • Hypermobility. wheelchair tennis. • Cerebral palsy. • The Tennis Foundation manages camps, • Other illness or injury that causes competitions and the performance disability in the lower extremities. programme for players domestically. Athletes that typically perform well at the Talent Identification elite level are:

The overall aim of the Tennis Foundation’s • Those who retain core muscle function. Wheelchair Tennis Talent Programme is to • Those with lower-limb loss. identify and confirm a number of targeted • Those with prior competitive tennis individuals who already possess or, with experience. fast-track support, are capable of developing • Those with experience in other the skills required by an elite wheelchair wheelchair sports. tennis athlete. But a broad range of people can excel at wheelchair tennis, so please contact the Tennis Foundation’s Performance Team for more information about the talent pathway in the UK.

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What to Teach: Games / Drills Ideas: Anything you do with non-disabled players 1. Propel the chair with 2 pushes and then 4. Make this harder by catching using only Chair Mobility you can do with wheelchair players. Often roll (repeat using 2 pushes, 3, 4, etc). Also one hand. The most important aspect of competitive Mini Tennis coordination and movement try propelling the chair and then keep 5. Do this again and when they catch the wheelchair tennis is mobility (the ability games can work well for beginners to get moving with no hands on the wheel rims. ball they have to throw it back. to move and control the chair). For the new them used to using a tennis chair. 2. Practise small and large turns left 6. Repeat exercise but when they throw it player this is also the most important part and right. Also practise stopping and back they should make the shape of a of getting fit and having fun. starting quickly. forehand or backhand. 3. Same as No. 2 above then throw the 7. Get used to holding a racket while moving players a ball – they must catch it while the chair by dribbling the ball as they chair is rolling. Have them catch it after move and trying exercises such as hit, one and two bounces to get them making bounce and then push to get into position decisions on the appropriate number of for the next ball. bounces.

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Fan Drill SLALOM Relay races: • Figure of 8: players have to continuously Player starts approximately 3-4 feet behind Player pushes around cones as marked. 1. Push up to a designated point, turn the push in a figure of 8 pattern left and right baseline at a cone (hub). chair and sprint-push back before the next – the coach rolls a ball either left or right Player can use different hand combinations person takes their turn. and the player rolls it back. You can do Player rounds each cone in turn (as shown) for pushing (together, alternate, single, etc). 2. Slalom race – the same as above but push this with a throw and catch and also one and returns around the hub. in and out of obstacles or around balls; or two bounces. Teaching Points: make sure the chair is always moving. Teaching Points: – Carving through turns. Wheelchair – Movement. – Quick hand-speed. Moving and Looking Tennis Mobility – In-turn and out-turn on both sides • Players must always be looking at the (possible cross-hand turn). ball or at their opponent, so make sure Figure of Eight the player always looks over their Player accelerates to first cone, carves shoulder when pushing away from the around the cone and quickly pushes beyond opponent or coach. baseline to recover – repeat for other side.

• Moving the chair and looking at the ball: Teaching Points: stand with a ball behind your back while – Strong push on move ‘to ball’. the player is in front facing you. Without – Fast hands during reverse mobility. them knowing which way you are going – Sighting ball over shoulder during to point the ball, they must when they reverse mobility. see the ball push towards the direction – The diagram shows the drill from the of it (left or right). Advance this one by baseline but the figure of eight can be pointing the ball either left or right and/or done anywhere on court. forward or back.

Player note Always look over your shoulder to track the ball or your opponent/ coach

Coach note You can put markers on COACH the court as gateways to ensure after hitting the shot the players turn IN through the gate 78 79 Disability Tennis Coaching Resource Disability Tennis Coaching Resource

Attack Into Defence Teaching Points: Spot Turns Player pushes around cones as marked. – Movement and positioning for attacking. Player pushes inside cones as marked. – Fast hand-speed and ball sight on Simulates one attacking shot down each line recovery. Simulates a quick turn on the spot, turning followed by a defensive recovery. as close to the cone as possible and Variation: accelerating away. Coach can throw a ball to each cone for the player to catch. Teaching Points: – Coordination for braking and quick turns. – Fast hand-speed.

Variation: Coach can throw a ball to each cone for the player to catch.

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Shot Production the ball should be just in front of the knees with the elbow in front of the body. Forehand • Correct swing paths on the forehand so • Grip – semi-western is most widely as to add more variety of top spin on the used and provides the most versatility, forehand side; the hand pulls the racket but many players use different grips; up and across the ball at contact. e.g. full-western or continental. Use what • Loop shots, arc shots and a flatter put- works for the player. away shot. These are all forehands but • Swing from low to high. with different heights and weights of spin. • Follow through up and across with varying If the player can identify them and start degrees of extension depending on the to see their tactical uses whilst learning intended ball flight. them, technically it will help the player to • Watch the ball. become competitive more quickly. • Breathe out through contact. • Forehand focus should be on a good swing path from below the ball (contact with The player should concentrate on the a square racket face) to spin the ball, following things for the first three to sending it higher than 3 feet over the net. six months: • Semi-western forehand grip with small pre-swing loop and good extension, and completed follow-through. Contact with

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Reverse Backhand Slice Backhand • Same grip as forehand but inverted. • Swing from below the height of the ball • Grip: continental is best for controlling (racket face slightly open). Shorter Semi-western is best, but many players using arm extension followed by the the angle of the racket face (when working stroke than in non-disabled tennis. use different grip; e.g. full-western or shoulder rotation. with quad players who need to tape, • Stay on the ball as long as possible. continental. Use what works for the player. • Follow through out, up and across. improvising with forehand grip is more • Watch the ball. • Aim to keep elbow level or higher than • Watch the ball. common). • Breathe out through contact. racket head and finish. • Breathe out through contact. • Swing from above the ball, striking the back of the ball with a descending path

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Serve Wheelchair Tennis • Types: flat/slice/topspin. • Every player is different. Coaching Drills • Grip: continental. • Balance (may need to take the wheel • Underarm serve may be needed for some with arm after the toss for stability). These drills have been devised to develop Black Hole players limited by disability. • Ball toss (straight and controlled), consistency, especially under pressure Coach feeds (single ball or rally). • Physical and technical limitations. above eyeline for most serves. situations, and are for more advanced players. You should attempt to stick with Player hits ball away from the ‘black hole’ each drill until it is achieved. Start each (with appropriate choice of height, depth, session off with a different drill in order to distance, speed and spin). achieve constant rotation of the programme. COACH

Tracking the Ball Coach feeds from control end of the court into the zones.

Player tries to anticipate and calls out the zone where they expect the ball to bounce.

Teaching Points: – Perception and sighting. – Movement. – Appropriate return for zone. PLAYER

COACH

1

2

3

PLAYER

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Zone Hitting Decide Early Rally in the Service Boxes Coach feeds from control end of the court. Coach feeds (single or rally). Player rallies Before your main session starts, rally for five minutes in the service P to white, blue, red and green markers. boxes and see what the longest rally is in that time. If at any time Player returns appropriate shot into zones, the rally breaks down, start again from 0. If, over time, achieving but not into the same zone twice in a row. Player must call which marker they will hit 30 shots becomes easy, then gradually increase the number prior to contact. of shots. Teaching Points: – Perception and sighting. Teaching Points: – Movement. – Appropriate shot (with relevant choice of C – Appropriate return for zone (with relevant height, depth, distance, speed and spin). choice of height, depth, distance, speed – Early decision and preparation. and spin).

PLAYER COACH Rally from the Baseline P 1 2 3 Rally to 30 shots from the baseline. If at any time the rally breaks down, start again from 0. If, over time, achieving 30 shots becomes 4 easy, then gradually increase the number of shots.

1 2 3

C COACH PLAYER

P Grooving Drill Player rallies 15 shots back to the coach. If the 15-shot rally is achieved, the player goes 15-love up. If the rally breaks down, the coach goes 15-love up. Play a ‘set’ in this way. If, over time, 15-shot rallies become too easy, challenge the player by setting a target of 20 shots, then 20+ shots.

There are 4 options for this drill: – Cross-court deuce side. – Cross-court advantage side. C – Down the line deuce side. – Down the line advantage side.

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3 1 P Deep-Short-Deep-Short Hustle Drill Player has to hit a shot from a deep position then push into court Coach feeds six random balls all over court to push player to the and play a second ball from around the service line. They then 4 2 limits of their mobility and player must get all six in court push at an angle back to the baseline and play a third shot from a between the service line and baseline. If a player makes all six deep position, finishing off the sequence with a final shot from the shots they get a point. If they make a mistake, the coach gets a service line. If the player completes all four shots, they go 15-love point. Play a tiebreak in this way. up. If they make a mistake, the coach goes15-love up. Play a ‘set’ in this way. C Option 2: Play a ‘set’ starting on the opposite side of the court. Option 3: The drill can be made harder by setting a specific target C for the final shot.

P Approach and Volley Half-Court Drill 1 Player starts with a deep ball. They turn and push into court Player serves and must hit 7 shots back cross-court to the coach. diagonally to play a second ball around the service line. Again If they make 7 shots, they go 15-love up. If they make a mistake, they turn and push into court diagonally to play a volley. If the 2 the coach wins a point. Play a ‘game’ in this way. After every game player completes all three shots, they go 15-love up. If they make the player wins, he needs to make an extra shot to win each point a mistake, the coach goes 15-love up. Play a ‘set’ in this way. 3 in the following game. After every game a player loses, he needs to make one less shot for each point in the following game, i.e. if Option 2: Play a ‘set’ starting on the opposite side of the court. the player wins the first game then he starts the next game serving Option 3: After the volley, the player retrieves a cross-court lob. from the opposite side of the court (deuce or advantage) and has They then turn and push into court diagonally to play to make 8 shots cross-court to win each point. If he loses the first C a fifth ball around the service line. Then they turn again game, he only has to make 6 shots to win each point of the next and push into court diagonally to play a volley. Repeat game. And so on. for a determined set of shots.

P Hit 20 Shots Back to Coach – Lateral Movement – Defensive Player hits 20 shots back to the coach who remains on the same side (advantage or deuce) during the rally. The player has to move to either side alternately and return the ball to the coach’s side of the court. If the 20-shot rally is achieved, the player goes 15-love up. If the rally breaks down, the coach goes 15-love up. Play the next rally with the coach staying on the opposite side of the court. Play a ‘set’ in this way. If, over time, 20-shot rallies become too easy, challenge the player by setting a target of 30 shots. c

Option 2: Play each game with coach on one side (deuce or advantage) then alternate coach’s side for the next game and so on. 90 91 Disability Tennis Coaching Resource Disability Tennis Coaching Resource Further Information Notes

This resource has been put together by a Mencap Sport number of experts in disability sport. Thank www.mencap.org.uk/sport you to all of the individuals and organisations Email: [email protected] who have contributed. Tel: 0121 722 5900

For further information on disability tennis Metro Blind Sport please contact the Tennis Foundation: www.metroblindsport.org Email: [email protected] www.disabilitytennis.org.uk Tel: 07814 751643 (Ian Francis, Email: Sport Development Officer) [email protected] Tel: 0845 872 0522 The National Autistic Society Minicom: 020 8487 7311 www.autism.org.uk Email: [email protected] You can contact our partner organisations Tel: 020 7833 2299 using the details that follow: National Deaf Children’s Society British Blind Sport www.ndcs.org.uk www.britishblindsport.org.uk Email: [email protected] Email: [email protected] Tel: 020 7490 8656 Tel: 01926 424247 Minicom: 020 7490 8656

British Paralympic Association Sports Coach UK www.paralympics.org.uk www.sportscoachuk.org/inclusion- Tel: 020 7842 5789 coaches Tel: 0113 274 4802 Down’s Syndrome Association www.downs-syndrome.org.uk WheelPower – British Wheelchair Sport Email: [email protected] www.wheelpower.org.uk Tel: 0333 1212 300 Email: [email protected] Tel: 01296 395995 Dwarf Sports Association www.dsauk.org Tel: 01246 296 485 UK Deaf Sport www.ukdeafsport.org.uk English Federation of Disability Sport (EFDS) Email: [email protected] www.efds.co.uk Tel: 01509 227750 Tel: 07850 796 241 (Lee Dolby, National Inclusive Sport Advisor) International Tennis Federation (ITF) www.itftennis.com/wheelchair Email: [email protected] Tel: 020 8878 6464 92 93 The National Tennis Centre T: 0845 872 0522 100 Priory Lane E: [email protected] Roehampton W: www.tennisfoundation.org.uk London Follow us: @TennisFndation SW15 5JQ Tennis_Foundation

Images courtesy of: James Jordan Photography, Professional Sport Photography and Mark Nouillan.

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